Living Things and Their Environment

The Human Breathing System - Parts of the human breathing system

By the end of the lesson, the learner should be able to:

- Identify the parts of the human breathing system
- Explain the meaning of breathing
- Appreciate the importance of breathing

- Learners close their noses for about five seconds and observe what happens
- Learners place their palms in front of their noses and feel the air
- Learners discuss the meaning of breathing

What happens when we breathe?

- Oxford Everyday Science and Technology pg. 28
- Charts of the human breathing system
- Digital devices

- Oral questions - Written assignments - Observation schedules - Group discussions

Living Things and Their Environment

The Human Breathing System - Parts of the human breathing system

By the end of the lesson, the learner should be able to:

- Identify the parts of the human breathing system from a chart
- Name the major parts of the breathing system
- Show curiosity in understanding body functions

- Learners observe a chart of the human breathing system
- Learners read the names of the parts of the breathing system
- Learners identify parts labeled on the breathing system diagram

What are the main components of the breathing system?

- Oxford Everyday Science and Technology pg. 29
- Charts
- Digital devices
- Internet connection
- Drawing materials

- Oral questions - Written assignments - Labeling exercises - Observation schedules

Living Things and Their Environment

The Human Breathing System - Functions of parts of the human breathing system

By the end of the lesson, the learner should be able to:

- Discuss the function of the nose in breathing
- Explain how the nose cleans air entering the body
- Show interest in understanding body functions

- Learners discuss what they use their nose for during breathing
- Learners talk about the function of hairs found in the nose
- Learners discuss how air reaches the lungs

What role does the nose play in breathing?

- Oxford Everyday Science and Technology pg. 30
- Charts
- Digital devices
- Reference books

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

The Human Breathing System - Functions of parts of the human breathing system

By the end of the lesson, the learner should be able to:

- Describe the functions of the trachea and lungs
- Explain the role of the diaphragm in breathing
- Appreciate the complexity of the breathing system

- Learners search for information on functions of all parts of the breathing system
- Learners discuss and share their findings in class
- Learners study a table showing functions of parts of the breathing system

How do the different parts of the breathing system work together?

- Oxford Everyday Science and Technology pg. 31
- Charts
- Digital devices
- Reference books

- Oral presentations - Written assignments - Group discussions - Research skills assessment

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Common colds)

By the end of the lesson, the learner should be able to:

- Identify conditions that affect the breathing system
- Describe the causes of common colds
- Show concern for maintaining a healthy breathing system

- Learners discuss illnesses that affect the breathing system
- Learners identify the causes of colds
- Learners describe the signs and symptoms of colds

What causes common colds?

- Oxford Everyday Science and Technology pg. 32
- Charts
- Digital devices
- Health-related materials

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Common colds)
The Human Breathing System - Conditions and diseases of the breathing system (Asthma)

By the end of the lesson, the learner should be able to:

- Describe the signs and symptoms of common colds
- Explain ways of preventing common colds
- Practice preventive measures against colds

- Learners discuss the signs and symptoms of common colds
- Learners discuss methods of preventing common colds
- Learners practice proper coughing and sneezing etiquette

How can we prevent common colds?

- Oxford Everyday Science and Technology pg. 33
- Charts
- Digital devices
- Health-related materials
- Oxford Everyday Science and Technology pg. 34

- Oral questions - Written assignments - Demonstration of preventive measures - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Asthma)

By the end of the lesson, the learner should be able to:

- Explain how to prevent asthma attacks
- Describe the effects of asthma on daily activities
- Show concern for people with asthma

- Learners discuss ways to prevent asthma attacks
- Learners explain the effects of asthma on daily activities
- Learners discuss how to help someone having an asthma attack

How can we support people with asthma?

- Oxford Everyday Science and Technology pg. 35
- Charts
- Digital devices
- Health-related materials

- Oral questions - Written assignments - Role plays - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Coughs)

By the end of the lesson, the learner should be able to:

- Identify the causes of coughs
- Describe the signs and symptoms of coughs
- Show responsibility in preventing the spread of coughs

- Learners individually think and write down causes of coughs
- Learners identify signs and symptoms of coughs
- Learners discuss how coughs can be prevented

What causes coughs and how can they be prevented?

- Oxford Everyday Science and Technology pg. 36
- Charts
- Digital devices
- Health-related materials

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (COVID-19)

By the end of the lesson, the learner should be able to:

- Describe the cause of COVID-19
- Identify the signs and symptoms of COVID-19
- Value precautionary measures against COVID-19

- Learners use digital devices to search for information about COVID-19
- Learners discuss the cause of COVID-19 and how it is transmitted
- Learners identify who is more likely to be infected with COVID-19

How is COVID-19 transmitted?

- Oxford Everyday Science and Technology pg. 37
- Digital devices
- Internet connection
- Health-related materials

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (COVID-19)
The Human Breathing System - Conditions and diseases of the breathing system (Allergy)

By the end of the lesson, the learner should be able to:

- Identify signs and symptoms of COVID-19
- Describe preventive measures against COVID-19
- Practice preventive measures against COVID-19

- Learners discuss signs and symptoms of COVID-19
- Learners identify preventive measures against COVID-19
- Learners demonstrate wearing a mask and washing hands correctly

How can we prevent the spread of COVID-19?

- Oxford Everyday Science and Technology pg. 38
- Charts
- Digital devices
- Health-related materials
- Face masks
- Hand washing facilities
- Oxford Everyday Science and Technology pg. 39
- Internet connection
- Pictures showing allergy symptoms

- Demonstration skills - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Allergy)

By the end of the lesson, the learner should be able to:

- Describe ways of preventing allergic reactions
- Explain the effects of allergies on daily life
- Show concern for people with allergies

- Learners discuss prevention measures for allergic reactions
- Learners discuss the impact of allergies on daily activities
- Learners invite a guest speaker to talk about illnesses affecting the breathing system

How can people with allergies be supported?

- Oxford Everyday Science and Technology pg. 40
- Charts
- Digital devices
- Health-related materials
- Guest speaker

- Oral questions - Written assignments - Listening skills - Observation schedules

Living Things and Their Environment

The Human Breathing System - Project: Making models of the human breathing system

By the end of the lesson, the learner should be able to:

- Gather materials for making a model of the breathing system
- Follow steps to create a breathing system model
- Show creativity in making learning resources

- Learners gather materials for making a breathing system model
- Learners follow instructions to create the model
- Learners work in groups to make their models

How can we demonstrate the working of the breathing system?

- Oxford Everyday Science and Technology pg. 41
- Plastic bottles
- Balloons
- Rubber bands
- Scissors
- Adhesive gum

- Project assessment - Creativity - Teamwork - Observation schedules

Living Things and Their Environment

The Human Breathing System - Project: Making models of the human breathing system

By the end of the lesson, the learner should be able to:

- Complete the model of the breathing system
- Demonstrate how the model works
- Value the use of models in learning

- Learners complete making their breathing system models
- Learners identify which parts represent the parts of the breathing system
- Learners demonstrate how their models work

How does our model demonstrate breathing?

- Oxford Everyday Science and Technology pg. 41
- Completed models
- Charts of the breathing system

- Project assessment - Oral presentations - Demonstration skills - Peer assessment

Living Things and Their Environment

The Human Breathing System - Importance of maintaining a healthy breathing system
The Human Breathing System - Assessment

By the end of the lesson, the learner should be able to:

- Explain the importance of the breathing system
- Describe ways of maintaining a healthy breathing system
- Value the need for a healthy breathing system

- Learners write the headline "Importance of the breathing system" on a sheet of paper
- Learners write down the importance of the breathing system
- Learners discuss what would happen if the breathing system was not healthy

Why is it important to maintain a healthy breathing system?

- Oxford Everyday Science and Technology pg. 42
- Charts
- Digital devices
- Health-related materials
- Assessment worksheets

- Written assignments - Oral presentations - Group discussions - Observation schedules

Mixtures

Mixtures - Types of mixtures

By the end of the lesson, the learner should be able to:

- Define the term mixture
- Identify examples of mixtures in the environment
- Show interest in learning about mixtures

- Learners study a picture showing maize and beans together
- Learners discuss what a mixture is
- Learners give examples of mixtures they know

What is a mixture?

- Oxford Everyday Science and Technology pg. 44
- Various mixtures (e.g., maize and beans)
- Pictures
- Digital devices

- Oral questions - Written assignments - Observation schedules - Group discussions

Mixtures

Mixtures - Types of mixtures

By the end of the lesson, the learner should be able to:

- Describe the different types of mixtures
- Find the meaning of 'homogeneous' and 'heterogeneous'
- Show curiosity in learning about types of mixtures

- Learners find the meaning of 'homogeneous' and 'heterogeneous' from a dictionary
- Learners study different mixtures and classify them as homogeneous or heterogeneous
- Learners complete a table classifying different mixtures

What is the difference between homogeneous and heterogeneous mixtures?

- Oxford Everyday Science and Technology pg. 45
- Dictionary
- Various mixtures
- Charts

- Dictionary skills assessment - Classification exercises - Oral questions - Observation schedules

Mixtures

Mixtures - Types of mixtures

By the end of the lesson, the learner should be able to:

- Classify mixtures as homogeneous or heterogeneous
- Identify solid-solid, solid-liquid and liquid-liquid mixtures
- Appreciate the variety of mixtures in the environment

- Learners study different mixtures provided
- Learners classify mixtures based on their states of matter
- Learners complete a table identifying solid-solid, solid-liquid, and liquid-liquid mixtures

How can mixtures be classified based on states of matter?

- Oxford Everyday Science and Technology pg. 45
- Various mixtures
- Classification charts
- Digital devices

- Classification exercises - Written assignments - Oral questions - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Handpicking)
Mixtures - Separating heterogeneous mixtures (Winnowing)

By the end of the lesson, the learner should be able to:

- Demonstrate separating mixtures using handpicking
- Describe when handpicking is appropriate
- Show patience when separating mixtures

- Learners discuss traditional and modern methods of separating mixtures
- Learners separate a mixture of beans and maize by handpicking
- Learners discuss the method they have used

What determines the method to be used when separating mixtures?

- Oxford Everyday Science and Technology pg. 46
- Mixture of beans and maize
- Containers
- Oxford Everyday Science and Technology pg. 47
- Mixture of grains and chaff
- Winnowing tray
- Pictures

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Sieving)

By the end of the lesson, the learner should be able to:

- Demonstrate separating mixtures using sieving
- Describe when sieving is appropriate
- Value the efficiency of sieving

- Learners discuss the best way to separate a mixture of beans and wheat flour
- Learners separate the mixture using a sieve
- Learners explain how they separated the mixture

What types of mixtures can be separated by sieving?

- Oxford Everyday Science and Technology pg. 48
- Sieve
- Mixture of beans and wheat flour
- Container

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Using a magnet)

By the end of the lesson, the learner should be able to:

- Demonstrate separating mixtures using a magnet
- Explain when using a magnet is appropriate
- Show curiosity in magnetic properties

- Learners mix iron filings and maize flour on a piece of paper
- Learners use a magnet to separate the mixture
- Learners discuss what happens when the magnet is held over the mixture

What happens when a magnet is held over a mixture containing iron?

- Oxford Everyday Science and Technology pg. 49
- Iron filings
- Maize flour
- Magnet
- Paper

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Filtration)

By the end of the lesson, the learner should be able to:

- Demonstrate separating mixtures using filtration
- Describe when filtration is appropriate
- Value the effectiveness of filtration

- Learners discuss mixtures they separate by filtration at home or school
- Learners mix water with sand and stir
- Learners filter the mixture using a cloth

What types of mixtures can be separated by filtration?

- Oxford Everyday Science and Technology pg. 50
- Clean cloth
- String
- Two containers
- Water and sand

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Decantation)
Mixtures - Separating heterogeneous mixtures (Using a separating funnel)

By the end of the lesson, the learner should be able to:

- Demonstrate separating mixtures using decantation
- Compare filtration and decantation
- Value the various methods of separation

- Learners discuss the difference between filtration and decantation
- Learners mix sand and water, allow it to settle
- Learners slowly pour the liquid into another container

What is the difference between filtration and decantation?

- Oxford Everyday Science and Technology pg. 51
- Water
- Sand
- Two containers
- Spoon
- Stick
- Oxford Everyday Science and Technology pg. 52
- Separating funnel
- Oil
- Three containers
- Retort stand and clamp

- Practical skills assessment - Oral questions - Written assignments - Comparison skills

Mixtures

Mixtures - Application of separating mixtures in day-to-day life

By the end of the lesson, the learner should be able to:

- Identify applications of handpicking, winnowing, and sieving
- Explain how these methods are used in daily life
- Appreciate the practical applications of separation methods

- Learners study pictures showing application of separation methods
- Learners explain how each method is applied
- Learners discuss other applications of separation methods

How are separation methods applied in our daily lives?

- Oxford Everyday Science and Technology pg. 53
- Pictures
- Charts
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Mixtures - Application of separating mixtures in day-to-day life

By the end of the lesson, the learner should be able to:

- Describe how magnets are used in recycling
- Explain how filtration is used in water treatment
- Value the economic importance of separation methods

- Learners discuss how magnets are used in recycling industries
- Learners explain how filtration is applied in water treatment
- Learners write short notes on their findings

How are separation methods used in industries?

- Oxford Everyday Science and Technology pg. 54
- Pictures
- Charts
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Mixtures - Assessment

By the end of the lesson, the learner should be able to:

- Classify mixtures as homogeneous or heterogeneous
- Explain different methods of separating mixtures
- Value the knowledge of separating mixtures

- Learners classify given mixtures as homogeneous or heterogeneous
- Learners explain methods used to separate different mixtures
- Learners identify applications of using a magnet

How well do we understand mixtures and their separation?

- Oxford Everyday Science and Technology pg. 54
- Assessment worksheets
- Various mixtures
- Charts

- Written test - Oral questions - Practical tests - Observation schedules

Mixtures

Mixtures - Assessment
Water Pollution - Water pollutants in water sources

By the end of the lesson, the learner should be able to:

- Choose appropriate methods for separating given mixtures
- Compare different methods of separation
- Show interest in applying separation methods

- Learners identify methods to separate solid-liquid mixtures
- Learners identify methods to separate liquid-liquid mixtures
- Learners explain applications of separation methods

How do we choose the right method to separate different mixtures?

- Oxford Everyday Science and Technology pg. 54
- Assessment worksheets
- Various mixtures
- Charts
- Pictures of polluted water
- Dictionary
- Digital devices

- Written test - Oral questions - Problem-solving skills - Observation schedules

Mixtures

Water Pollution - Water pollutants in water sources

By the end of the lesson, the learner should be able to:

- Identify different types of water pollutants
- Describe sources of water pollutants
- Show concern for clean water sources

- Learners brainstorm on different things that pollute water
- Learners observe a chart showing water pollutants
- Learners identify water pollutants in pictures

What are common water pollutants?

- Oxford Everyday Science and Technology pg. 55
- Charts
- Pictures
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Effects of water pollution on living things

By the end of the lesson, the learner should be able to:

- Describe the effects of water pollution on plants
- Explain how polluted water affects plant growth
- Show concern for the health of plants

- Learners walk around the school compound to look for plants growing near polluted water
- Learners study a picture showing polluted water's effect on plants
- Learners discuss how polluted water affects plants

How does water pollution affect plants?

- Oxford Everyday Science and Technology pg. 56
- School compound
- Pictures
- Charts
- Digital devices

- Field observation - Oral questions - Written assignments - Group discussions

Mixtures

Water Pollution - Effects of water pollution on living things

By the end of the lesson, the learner should be able to:

- Describe the effects of water pollution on animals
- Explain how polluted water affects human health
- Value the importance of clean water for all living things

- Learners study a picture showing raw sewage entering a water body
- Learners discuss how polluted water affects fish and other animals
- Learners explain why people should not drink polluted water

How does water pollution affect animals and humans?

- Oxford Everyday Science and Technology pg. 57
- Pictures
- Charts
- Digital devices
- Videos

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Effects of water pollution on living things
Water Pollution - Methods of reducing water pollution

By the end of the lesson, the learner should be able to:

- Use digital devices to learn about effects of water pollution
- Explain the concept of waterborne diseases
- Show concern for the health of water ecosystems

- Learners use digital devices to search for a video on effects of water pollution
- Learners watch the video and discuss effects of water pollution
- Learners explain how water pollution leads to waterborne diseases

What diseases are caused by polluted water?

- Oxford Everyday Science and Technology pg. 58
- Digital devices
- Internet connection
- Videos
- Charts
- Oxford Everyday Science and Technology pg. 59
- Pictures

- Digital literacy skills - Oral presentations - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of reducing water pollution

By the end of the lesson, the learner should be able to:

- Identify sources of dirty water
- Describe proper disposal of dirty water
- Value keeping water sources clean

- Learners discuss sources of dirty water
- Learners explain how dirty water gets into water bodies
- Learners suggest ways to reduce water pollution from dirty water

How does dirty water contribute to water pollution?

- Oxford Everyday Science and Technology pg. 59
- Pictures
- Charts
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Methods of water treatment

By the end of the lesson, the learner should be able to:

- Identify safety measures when handling polluted water
- Describe characteristics of clean water
- Show responsibility when handling polluted water

- Learners study pictures of people handling polluted water
- Learners discuss which person is safe and why
- Learners practice wearing gloves and gumboots

What safety measures should be observed when handling polluted water?

- Oxford Everyday Science and Technology pg. 60
- Gloves
- Gumboots
- Pictures
- Charts

- Demonstration skills - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Filtration)

By the end of the lesson, the learner should be able to:

- Demonstrate water treatment by filtration
- Describe when filtration is appropriate
- Value the importance of water treatment

- Learners search for information on water treatment methods
- Learners filter water with solid particles using a clean cloth
- Learners discuss what pollutants were removed during filtration

How does filtration make water cleaner?

- Oxford Everyday Science and Technology pg. 61
- Clean cloth
- Containers
- Water with solid particles
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Boiling)
Water Pollution - Methods of water treatment (Chemical treatment)

By the end of the lesson, the learner should be able to:

- Demonstrate water treatment by boiling
- Explain how boiling purifies water
- Value the effectiveness of boiling water

- Learners put filtered water in a sufuria
- Learners boil the water and put it in a jug
- Learners discuss what pollutants were removed during boiling

How does boiling make water safe for drinking?

- Oxford Everyday Science and Technology pg. 61
- Sufuria
- Source of heat
- Filtered water
- Jug
- Oxford Everyday Science and Technology pg. 62
- Clean jerrycan
- Water
- Water treatment chemicals

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Solar treatment)

By the end of the lesson, the learner should be able to:

- Demonstrate solar water treatment
- Explain how solar energy purifies water
- Value the use of renewable energy in water treatment

- Learners pour water into clean water bottles
- Learners place the bottles in direct sunlight
- Learners discuss how the sun removes pollutants from water

How does the sun's energy make water safe for drinking?

- Oxford Everyday Science and Technology pg. 63
- Clean water bottles
- Water
- Sunny area

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Advocating for safe water sources

By the end of the lesson, the learner should be able to:

- Explain the importance of clean water to living things
- Identify diseases caused by drinking polluted water
- Show commitment to keeping water sources clean

- Learners discuss why clean water is important to humans, animals, and plants
- Learners identify diseases caused by drinking polluted water
- Learners explain why water bodies should be kept clean

Why is clean water important for all living things?

- Oxford Everyday Science and Technology pg. 64
- Charts
- Pictures
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Project: Making functional water filters

By the end of the lesson, the learner should be able to:

- Gather materials for making a water filter
- Follow steps to create a water filter
- Show creativity in making learning resources

- Learners collect materials for making a water filter
- Learners follow steps to make the water filter
- Learners support their water filter and place a container below it

How can we create a functional water filter?

- Oxford Everyday Science and Technology pg. 65
- Used plastic bottles
- Clean fine sand
- Gravel
- Charcoal
- Cotton wool

- Project assessment - Creativity - Teamwork - Observation schedules

Mixtures

Water Pollution - Project: Making functional water filters
Water Pollution - Assessment

By the end of the lesson, the learner should be able to:

- Test the water filter's effectiveness
- Use the water filter to clean dirty water
- Value the importance of water filtration

- Learners pour dirty water on top of their water filter
- Learners observe the filtered water
- Learners use their water filter to clean dirty water at home or school

How effective is our water filter?

- Oxford Everyday Science and Technology pg. 66
- Completed water filter
- Dirty water
- Collection container
- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Project assessment - Practical skills - Written reports - Observation schedules

Mixtures

Water Pollution - Assessment

By the end of the lesson, the learner should be able to:

- Identify causes of water pollution
- Explain water treatment methods
- Value the importance of protective gear when handling polluted water

- Learners identify pollutants in water
- Learners explain how to obtain clean water from polluted water
- Learners explain the importance of protective gear

How can we apply our knowledge about water pollution?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral questions - Problem-solving skills - Observation schedules

Mixtures

Water Pollution - Assessment

By the end of the lesson, the learner should be able to:

- Explain human activities that cause water pollution
- Describe the effects of water pollution
- Show responsibility in protecting water sources

- Learners explain how people cause water pollution
- Learners describe effects of water pollution on plants, animals, and humans
- Learners suggest ways to protect water sources

How can we be advocates for clean water sources?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral presentations - Group discussions - Observation schedules